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俄语语法教学法的任务,在于寻求掌握语法效用的最佳途径,以便使言语活动达到自动化。众所周知,语法是由词法和句法两部分组成的。中国学生如能正确地理解属于词法方面的语法材料,他们就能正确地构成词的变化形式,并以一定地方式组成句子。 学生们运用词和构词要素(前缀、后缀和词尾)来改变词形和词在句子中的组合关系,其目的是为了理解和表达一定的思想。不仅外国学生在表达思想时会产生上述的言语活动,而且任何说俄语的人也自然会产生这些言语活动。所不同的是,在进行言语活动时,他们的自动化的程度不同。使用本族语时,人们的言语活动是不自觉、瞬间进行的,而说外语时,人们的言语活动就会小心翼翼缓慢地进行,这是因为他们的某些言语活动还没有达到自动化的缘故。因此,在进行俄语教学时,应该把形成和表达具体思想的必不可少的语言
The task of the Russian grammar pedagogy lies in finding the best way to grasp grammatical utility in order to automate speech activities. As we all know, grammar is composed of two parts of lexical and syntactic. Chinese students, correctly understanding grammatical material belonging to the lexical category, can properly form the variations of the words and form the sentences in a certain way. Students use words and word-formation elements (prefixes, suffixes, and suffixes) to change the combination of the form and the word in the sentence, with the purpose of understanding and expressing certain ideas. Not only do foreign students produce the above verbal activity when they express their thoughts, but they are also naturally produced by any Russian-speaking person. The difference is that they have different levels of automation when speaking. When using native language, people’s speech activities are unconsciously and instantaneously. When speaking a foreign language, people’s speech activities are carefully and slowly proceeding because some of their speech activities have not yet reached the goal of automation. Therefore, in Russian teaching, the essential language for forming and expressing concrete ideas